Encouraging more Meaningful Feedback from the Outer Circle

Teachers promote meaningful outer circle feedback by:

1 Praising a profound or insightful comment;

2 Placing requirements on student feedback, such as, “Be specific and detailed in explaining strengths of inner circle and some of the areas that could have been improved;”

3 Varying the place in the circle where teacher begins having students make their initial comments;

4 Temporarily interrupting the flow when a student comment reveals a key moment, like a brief side bar conversation.  One example is comparing the behavior observed with similar behaviors we have seen in previous dialogues;

5 Asking for specific suggestions and strategies for addressing identified weaknesses;

6 Using follow up activities, such as writing a class letter to students in the other circle, about the feedback they were given and the degree to which it helped them understand the quality of the conversation that took place (this helps students see purpose and value in the work they do in the outside circle).

Keep students in the outer circle on-task: notify expectation in advance that each of them will be asked to make an initial comment, then support those expectations through suggestions like those noted above.  Assign each a particular role in the outer circle; with students still new to the process, ask those in outer circle to name three strengths and one area for improvement.

For the rare occasion of students who become overly critical (maybe they enjoy drawing an audience), seek an after-class conference.  Results can include offering the student options in how they participate, giving them a specific role in outer circle, such as observing and commenting in writing on the dialogue of the inner circle.

What favorite question(s) have you asked the outer circle members which seems to open up outer circle participants to sharing observations?   

Teacher directs the Outer Circle – fundamentals and purpose

Following the principles and practices from Matt Copeland’s book Socratic Circles: Fostering Critical and Creative Thinking in Middle and High School, the teacher becomes participatory in the outer circle feedback. They direct students in offering timely, specific feedback to the inner circle’s conversation. This improves the quality of the dialogue for ongoing inner circle conversations moving forward. 

The outer circle –observes, critiques, suggests alternative ways of interacting, and sets a goal for future conversations.

Stated another way, the outer circle focuses on the inner circle’s behavior and process, reflecting on the experience of the inner circle conversation, assessing the quality of their dialogue, and establishing goals for future performance. Using a proven feedback form  similar to the one provided in Copeland’s book, the outer circle explores questions such as: Did the inner circle students explore more deeply beneath the surface meaning? Did mutual respect characterize their conversation? Were students asking questions, sharing their confusion, seeking clarity and supporting one another? What prevented new ideas emerging from the critical reading and thinking about the text?

   

The teacher in essence directs critical reflection by the outer circle students, following a cyclical process of the actual learning experience (inner circle dialogue), followed by reflective thinking, self-assessment, and goal setting (outer circle feedback). This process of action (inner), reflection (outer), further action (inner), further reflection (outer) fosters continual development of the inner circle dialogue, and of students’ ability to give and receive performance feedback that is specific, relevant, achievable and timely. Improving social behaviors and conversational skills are constantly reexamined.

Reflective thinking is thinking about what you have already done. “At the heart of this reflective thinking is the questioning of skills, perspectives, and inner circle behaviors that make up performance…The natural result of this reflective thinking and self-assessment is the establishment of goals for future learning…allowing students to become experts and guides of their own education” (Copeland, 2005, pp. 77-78). This becomes central to shifting responsibility for learning from the teacher to the student in the classroom. Refer to Copeland’s book for a proven and useful Socratic Circle Feedback Form to aid both student and teacher in this process, found on pages 79 and 152.

What has led to astonishing outer circle feedback in your experience?  What gets in the way?

Inner Circle as "product," Outer Circle as "process"

           Consider the outer circle as an equal dance partner to the inner circle. Valid outer circle feedback nurtures and develops student inner circle conversations over time. Giving and receiving timely, specific and effective feedback becomes a natural ability for students preparing for the eventual workplace and maintaining productive relationships withstanding the test of time. Kids need to recognize the essential nature of the outer circle role.

            The inner circle focuses on “product,” the outer circle on “process.” Over time, it is the feedback of the outer circle (“process”) that drives the skills of conversation forward and helps to ensure that the content of each inner circle conversation (the “product”) characterizes high quality. Our ultimate goal goes beyond just facilitating high quality learning about a specific text or specific content. Our ultimate goal is to instill these conversation skills as “habits” that students draw upon the rest of their lives.

            Which is more important in writing, requiring students to follow a writing process or requiring that students produce high quality pieces of writing? Apply the same line of thinking to Socratic Circles. Which is more important, the outer circle that focuses on process or the inner circle that focuses on product? The process leads to better products over time.  

            Stay tuned when the next tip exemplifies an outer circle debriefing through illustration.       

Outer Circle: Segway from Inner Circle and Purpose

Segway: 

    Conclude the Inner Circle conversation by requesting a brief summary of what the inner circle covered.  

        A way that it could sound: “I'm sorry to cut you off in the middle of some great ideas. Can someone in the inner circle quickly summarize the conversation that just took place?”

Purpose: 

    The purpose is three-fold. 

        (a)  Reinforces in students' minds what was accomplished

        (b) Repeatedly invites students to listen to, think about, and speak to summary, strengthening the ability and art of summarizing

        (c) Cues the outer circle students that the time for their feedback approaches, giving them a moment to collect their thoughts (and continuing in subtle ways to set everyone up for success)